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Faculty development why and how

2.
Objectives
To know about
What is faculty development
The roles and competencies of a medical teacher
Need for faculty development
How to proceed for faculty development
Outcomes of faculty development
Road blocks and Recommendations
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3.
Teacher- The Guru
• “Gurur-Brahmaa Gurur-
Vissnnur-Gururdevo
Maheshvarah-”
• A teacher is compared to
God and treated as a
combination of the
Trimurty (Brahma, Vishnu
and Maheshwar) as well
as the supreme one.
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6.
Role of a medical teacher
•Carries the responsibility of conveying and decoding
the language of medical science into the minds of
learners
• The ones who paves the way in the making of our
future physicians and surgeons.
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9.
“I never try to teach my
students anything
I only try to create an
environment where they
can learn”
Albert Einstein
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10.
Changing trends of Medical education
•The trends of medical education in the “classroom” as
well as “the bed side” are greatly changing with the
incorporation of new learning technologies and
advocacy of novel educational approaches.
•Today, we are not just satisfied with “what we
deliver”, we want to know “how well we deliver” it.
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11.
Modern Medical Guru
•Today, the teacher of medicine is expected not only
to be well versed in the theoretical concepts of books
or appropriate clinical skills;
•But also …..
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23.
Is it essential to be competent in all
the roles ?
•Different roles require different skills and abilities in
the teacher.
•A good teacher need not be competent in all twelve
roles and
•It would be unusual to find, and unreasonable to
expect one individual to have all the required
competencies.
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26.
Changes in the learning style
•Computer assisted learning,
•Distance learning,
•e- learning,
•Use of skill learning laboratories are some of the areas
requiring expertise, which are not readily available
with most teachers.
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38.
Major challenges
• Equip students with the basic knowledge and clinical skills necessary
to enter residency training
• Prepare students for the new paradigms of health care
• Adapt the curriculum to the new paradigms of medical education
• Strengthen the character traits that define professionalism and that
sustain medicine as an ethical enterprise
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39.
The biggest challenge?
• Increased scrutiny and regulation not only as a result of greater
accountability for public services and public spending but also due to
a number of high profile cases involving “failing doctors”.
• The need of the hour to prepare doctors not only who are safe to
practice, knowledgeable and competent, but who also have the
appropriate professional attitudes and are willing to work towards
improving health systems.
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41.
Are we teaching the right content to our
future doctors ?
“The physicians of tomorrow are taught by
teachers of today using the curriculum of
yesterday”
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46.
“It goes without saying that no man can teach
successfully who is not at the same time a
student”
Sir William Osler
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47.
What is faculty development ?
• Faculty development (FD) deals with development
of faculty via planned workshops or programmes for
facilitation of faculty performance
• It is a dynamic process with the objective of
developing ,and refining teaching, research and
administrative skills
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48.
Academic development
• The term ‘academic development’ has been used recently to refer to
the development activities and programs that more fully address the
multiple roles of faculty.
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50.
Development Paradigm
Steps of Development
oSet the objectives
oSelect appropriate teaching methods and resources
oAssess for attainment of learning objectives
oFollow-up for reflective practice
oAllow teachers to experiment with new knowledge and skills
oAllow to explore the hidden truths
o Need more time, efforts and resources
Outcome- Developed faculty
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68.
No formal policy on faculty development
• Whereas, elementary, primary and secondary school teachers have
to undergo training in formal schools or colleges of education to be
eligible for appointment as well as promotion,
• there is no such requirement for appointment of teachers in medical
colleges
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69.
No formal policy on faculty development
• George Miller observed, “It is curious that so many of our most
important responsibilities are undertaken without significant
preparation.
• Marriage, parenthood and teaching (in medical schools) are probably
most ubiquitous illustrations”
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70.
Recommendations
Faculty development is an important component in medical education.
It is necessary to organize faculty development in a systematic manner.
1. Health Profession Education Policy: Serious efforts should be made
to develop a National Health Profession Education Policy.
2. Support for Faculty Development: Teachers should be encouraged
to attend faculty development programmes by offering leave of
absence travel grants or such other facilities for attending workshops
and conferences.
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71.
Recommendations
• Revival of NTTCs: The NTTCs should be revived with support from the
Ministry of Health and International agencies. Few more should be
established in view of large number of teachers requiring training.
• Functional Medical Education Units (MEU): MEUs, particularly those
in recently established colleges should become functional and
engaged in activities like faculty development, curricular innovations,
student assessment and educational research.
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72.
Recommendations
• Revival of Fellowships and Travel grants:
• National agencies as well international agencies like World Health
Organization should revive fellowships for study tours to reputed
medical education centers within and outside country and encourage
specialization in education.
• Recognition and Encouragement: Teachers who have introduced
innovations or contributed to improvement in medical education
should be duly recognized and rewarded.
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73.
Recommendations
• Incorporation of Medical Education Technology in Postgraduate
training:
• Postgraduate training lays a foundation for the development of future
teachers and trainers. It is therefore necessary to ''catch them
young'' and incorporate the elements of educational science and
technology.
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74.
Recommendations
• Enlarging the scope of Medical Education Units to Centres of Health
Professional Education:
• A movement is desirable to extend the scope of medical education
units to include other professionals especially, nursing, dental,
physiotherapy and allied systems.
• This step marks the beginning of Centres of Health Professional
Education, which can adopt a holistic approach to the training of all
health professionals.
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76.
Conclusion
The goals of faculty development are to
•Improve practice in teaching,
•Research, and
•Institutional service and also to
•Manage change by enhancing individual strengths and abilities
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77.
•It is therefore a need to develop and match to the
rising educational needs to enable our students to
become skilled, knowledgeable and compassionate
physicians capable of providing best health services to
the communities that they will serve.
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